台灣老師語言教學策略與大學生學習語言策略之相關性

An Investigation of the Relationship between Teachers' Teaching Strategies and Students' Learning Strategies in an EFL Tertiary Setting in Taiwan

林芷萱(Jhih-Syuan Lin)

指導教授 ： 胡映雪

淡江大學/外國語文學院/英文學系碩士班/碩士(2018年)

https://doi.org/10.6846/TKU.2018.00323

摘要

本研究由478位北台灣某私立大學二年級學生為研究對象，其學生來自該校外語學院、工學院、商學院、理學院、及文學院「大二英文」班級，所有學生皆為本地生，並在台灣學制下學習英文至少七到十三年，首先，這份研究探討學生的語文能力與學生使用教學策略的頻率的關係，其次，是老師的教學策略與學生的學習策略之間的關係，最後，此研究以Oxford (1990) 的學習策略問卷及以Oxford (1990)定義的學習策略為依據設計的教師教學策略問卷，本研究所參與的學生程度是依照GEPT的分數，以及該學校的能力分班，該研究會以量化與質化來分析資料。
量化的研究顯示，所有參與GEPT分級的學生最常使用補償與社交學習策略，高以及中高GEPT學生傾向於補償、認知與後設認知策略，而低GEPT學生傾向於使用記憶策略，無論是哪一種GEPT分級的學生，他們最少使用的是情境策略，此結果也與學生依照學校的能力分班結果相同，學生的能力越高使用的教學策略也多，而學生的能力越低所使用的學習策略也少。根據本研究的結果顯示，學生的語言能力與學習策略使用的頻率是有正面的關係。參與本研究的老師無論教何種程度的學生最常使用的教學策略是記憶策略，教高與中高GEPT學生的老師傾向於記憶策略，而教低程度GEPT學生的老師傾向於補常與後設認知策略;因此，根據本研究的結果顯示，老師的教學策略與學生的學習策略並不完全符合。
質化方面以半結構式蒐集兩種採訪，一個是採訪老師們，而另一個是採訪小群體的學生，目的是了解他們對教學與學習策略的觀點跟使用策略頻率的評估；所有參與本研究的老師表示有在課堂上教學習策略，而最常訓練學生的教學策略是記憶與認知策略，大部分的參與研究的老師都認為他們的教學策略或者是方式可以帶給學生正面的學習影響，但不認為自己的教學策略應該跟學生的學習策略相符合，且大部分的老師並不清楚學生的學習策略，根據結果顯示，一半以上參與研究的老師不認為自己的教學策略應該符合學生的學習策略，也並不認為知道或不知道學生的學習策略是很重要的，即使所有的老師都清楚自己的教學策略，也知道教學策略會影響學生的學習成就，但他們認為自身的教學策略很難能跟學生的學習策略互相符合；參與測驗的學生表示他們的學習策略與老師的教學策略不需要跟老師符合，因為他們都有他們習慣的學習策略，根據結果顯示，本研究強調老師跟學生需要更了解教學策略與學習策略，以及老師與學生應彼此能針對教學與學習策略溝通，以及同步使用策略將有助於課堂上的教學與學習。

關鍵字

語言學習策略 ； 語言教學策略 ； 語言能力

並列摘要

Four hundred and seventy-eight sophomores who were studying at a private university in Northern Taiwan participated in this study. They were recruited from various disciplines: Foreign Languages and Literatures, Business and Management, Engineering, Science, and Liberal Arts. All of the participants were native speakers of Mandarin Chines, born and raised in Taiwan. They had already learned English at least seven to thirteen years by the time of the study. The study aimed to investigate the relationship between firstly, learners’ proficiency level and their frequency of learning strategy use, and secondly, between teachers’ teaching strategies and students’ learning strategies. To this end, this study applied Oxford’s (1990) Strategy Inventory of Language Learning (SILL), and designed teachers’ teaching questionnaire in accordance with the definition of Oxford’s(1990) learning strategies. Students’ proficiency level was both measured by GEPT scores and the level assigned by the university’s internal system. The study adopted both qualitative and quantitative methods for the analysis of data.
In the quantitative data analysis, results show that all level of GEPT students tended to use compensation strategies and social strategies. High and intermediate of GEPT students preferred to use compensation, cognitive, and metacognitive strategies. However, lower GEPT students tended to use memory strategies most frequently. All level of GEPT students seldom used affective strategies. These results were also supported by those analyses based on students’ university level. Furthermore, higher proficiency level students generally applied all strategies more frequently than students of lower proficiency level. In short students’ language proficiency level positively correlated with student’s language learning strategy use, and high proficiency level’s students used more learning strategy than low proficiency level’s students, although the former were all very moderate (“sometimes”) strategy users. Results from teachers’ teaching strategies indicate that teachers regardless of the level of students they taught usually used memory strategies. Those teaching higher proficiency level students tended to use memory strategies while those teaching lower level students preferred to use compensation and metacogntive strategies. In this light, there seemed not be a completely match between teachers’ teaching strategies and students’ learning strategies.
The qualitative data for this study derived from two sets of interviews—one on teachers and one on a small group of students—to arrive at an insight to their perception and evaluation of strategies use. Interviews on teachers suggest that teachers teaching all levels of students deployed teaching strategies in class, and trained students to use memory strategies and cognitive strategies to learn. All teachers thought their teaching strategies can affect students’ learning positively. However, half of them thought their teaching strategies shouldn’t match those of students, and most teachers were not aware of students’ learning strategies. More importantly, they did not think it was always necessary or practical to teach learning strategies. Despite the realization that teaching strategies and equipping learners with learning strategies affect students’ learning achievement, they indicated that it was difficult to match between their teaching strategies with those of their students. The interviews of the students also reveal that these students believed that their learning strategies should not match teachers’ teaching strategies, as they already had developed their own learning strategies. These results strongly suggest that both teachers and students need to be informed more on the merits of teaching and acquiring learning strategies and it is even more productive if both teachers and students could negotiate and even synchronize their teaching and learning strategies in the classroom.

並列關鍵字

Learning strategy ； Teaching strategy ； Language proficiency

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